Student Attributes FIG page - Workshop Wednesdays in Math 81
Concept The goal of this integrated curriculum is to produce efficient, effective, excited, and appropriately focused students. In many ways this training could follow the training that many businesses provide for their employees. Students will not only have a good grasp on the mathematics content presented, but will also be accurately prepared with the skills needed to be successful in college mathematics. Simply the understanding of how certain habits can sabotage your chances of being successful can drastically change attitude and energy.
The importance of such a ‘curriculum’ or program is that the student be afford the opportunity to self-realize their ability to be successful in mathematics through experiencing the effect of possessing and applying expert learning skills.
We are not telling the students that they might want to take some of these habits and skills along with them into college mathematics, but that their success in future mathematics depends on these habits and skills. Also, we are not hoping to help those students that feel deficient or lacking in skill, but that every single student has room for necessary learning skill development. Mathematics at the college-level is a different world than secondary mathematics or developmental mathematics. Without a doubt, every single student will improve as a learner and student as they progress through college.
While this maturity will naturally occur as a student progresses through college, the goal of these workshops is to provide students with help and practice in improving as college mathematics students and therefore, aide them in the process of maturing as students during a foundational (and pivotal) time in their college education.
Theoretical Basis
Most of the content in this curriculum is the product of research into Self-Regulated Learning Theory which lies under the umbrella of the larger Social Cognitive Theory. Important authors in this field include Albert Bandura, Barry Zimmerman, Dale Schunk, Dawn Young, Kathryn Ley, and Paul Pintrich.
Students are asked to respond on a WAMAP discussion board to the following prompt:
1) How did/will you prepare for this week's math test? (at least two sentences)
2) Why do you use the method you described above?
3) In your opinion are the following Myths or Truths:
a) Eight hours of sleep the night before the exam is extremely important (so important it makes sense to sacrifice study time for sleep time).
b) Students talk about "Blanking Out" during an exam. This is actually an excuse used by under-prepared students who are looking for something besides themselves to blame for a bad test.
A classroom discussion is lead by collecting responses. Example:
Student Attributes FIG page - Workshop Wednesdays in Math 81
Concept
The goal of this integrated curriculum is to produce efficient, effective, excited, and appropriately focused students. In many ways this training could follow the training that many businesses provide for their employees. Students will not only have a good grasp on the mathematics content presented, but will also be accurately prepared with the skills needed to be successful in college mathematics. Simply the understanding of how certain habits can sabotage your chances of being successful can drastically change attitude and energy.
The importance of such a ‘curriculum’ or program is that the student be afford the opportunity to self-realize their ability to be successful in mathematics through experiencing the effect of possessing and applying expert learning skills.
We are not telling the students that they might want to take some of these habits and skills along with them into college mathematics, but that their success in future mathematics depends on these habits and skills. Also, we are not hoping to help those students that feel deficient or lacking in skill, but that every single student has room for necessary learning skill development. Mathematics at the college-level is a different world than secondary mathematics or developmental mathematics. Without a doubt, every single student will improve as a learner and student as they progress through college.
While this maturity will naturally occur as a student progresses through college, the goal of these workshops is to provide students with help and practice in improving as college mathematics students and therefore, aide them in the process of maturing as students during a foundational (and pivotal) time in their college education.
Theoretical Basis
Most of the content in this curriculum is the product of research into Self-Regulated Learning Theory which lies under the umbrella of the larger Social Cognitive Theory. Important authors in this field include Albert Bandura, Barry Zimmerman, Dale Schunk, Dawn Young, Kathryn Ley, and Paul Pintrich.
Workshop Materials
Workshop #1 - Goal Setting
Workshop #2 - Exam Preparation
- Students are asked to respond on a WAMAP discussion board to the following prompt:
1) How did/will you prepare for this week's math test? (at least two sentences)2) Why do you use the method you described above?
3) In your opinion are the following Myths or Truths:
a) Eight hours of sleep the night before the exam is extremely important (so important it makes sense to sacrifice study time for sleep time).
b) Students talk about "Blanking Out" during an exam. This is actually an excuse used by under-prepared students who are looking for something besides themselves to blame for a bad test.